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The Comparative Statics and Dynamics of Beliefs: The Effect of Message Discrepancy and Source Credibility

The Comparative Statics and Dynamics of Beliefs: The Effect of Message Discrepancy and Source Credibility. Sungeun Chung Western Illinois Univ. Edward L. Fink Univ. of Maryland Stan A. Kaplowitz Michigan State Univ. A New Model: Keywords. Belief Change Mathematical Model

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The Comparative Statics and Dynamics of Beliefs: The Effect of Message Discrepancy and Source Credibility

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  1. The Comparative Statics and Dynamics of Beliefs: The Effect of Message Discrepancy and Source Credibility Sungeun Chung Western Illinois Univ. Edward L. Fink Univ. of Maryland Stan A. Kaplowitz Michigan State Univ.

  2. A New Model: Keywords • Belief Change • Mathematical Model • Message Discrepancy and Source Credibility • Comparative Statics • Dynamics • Belief Trajectories

  3. A New Model: Overview • Comparative Statics • Laroche’s (1977) nonlinear model of belief change by discrepancy and source credibility. • Dynamics of Belief Change • Single-push with friction model (SPF; Kaplowitz, Fink, & Bauer, 1983). • Comparative Statics and Dynamic Belief Change: A New Model • Laroche’s model + SPF.

  4. Comparative Statics: Nonmonotonicity of Belief Change on Message Discrepancy • Distance-proportional model: where PEQ is the new equilibrium position, PM is the message position, P0 is the initial position, and is a coefficient to be estimated. Model is linear and relation between discrepancy and belief change is therefore monotonic.

  5. Bochner & Insko’s (1966) Hypotheses More credible source always more effective than less credible source. After some level of discrepancy, curve of opinion change turns down (nonmonotonicity). Curve for more credible source turns down at higher level of discrepancy than curve for less credible source. Disparagement is alternative to opinion change.

  6. Bochner & Insko’s (1966) Results

  7. Notation for Laroche (1977) DP = discrepancy. C = source credibility. NI = noninvolvement. γ = - k ln(C) – k’ ln(NI), and γ is ≥ 0. yEq =amount of belief change at equilibrium from initial position.

  8. Model of Comparative Statics: Laroche’s Nonlinear Model

  9. Model of Dynamic Belief Change: Single Push with Friction Model • Mechanical metaphor for cognitive system: • Belief change: A motion of a concept in the cognitive space governed by Newtonian mechanics. • Use a differential equation for belief change as a function of the mass of the concept and time. • Concepts linked  Oscillation (not tested here).

  10. Single Push with Friction Model • t = time. • yt = belief change from the initial position at a certain time point t. • a: coefficient that reflects the amount of belief change at the new equilibrium position. • b: positive coefficient of the rate of deceleration.

  11. Extended Model: Statics + Dynamics Laroche’s static model: Single Push with Friction Model: Extended model:

  12. Extended Model

  13. Hypotheses • H1 (Time): Belief change is monotonic but decelerating function of time (b > 0). • H2a (Effect of message discrepancy for low-credibility source): Nonmonotonic (γ > 1.0). • H2b (Effect of message discrepancy for high-credibility source): Monotonic (0<γ< 1). Cognitive responses & alternative view: • H1ALT Push with Pullback Model.

  14. Method • N = 95. • Topic: • Criminal-sentencing issue about an armed robbery. • Tuition-increase issue. • IVs: • Message discrepancy (small, moderate, & extreme). • Source credibility (low & high). • DV: Belief • Measured every 77 ms using a computer-mouse technique.

  15. Message Discrepancy • Criminal sentencing: The judge’s sentence for the defendant: • Extreme: 50 years. • Moderate: 30 years. • Small: 17 years. (Initial Position: 10 years.) • Tuition increase: The advocated tuition increase: • Extreme: 22%. • Moderate: 15%. • Small: 9%. (Initial position: 0% increase.)

  16. Source Credibility • Criminal sentencing: The judge’s reputation • High: “One of the MOST respected judges in Michigan.” • Low: “NOT one of the more respected judges in Michigan.” • Tuition increase: Legislator, the writer of the statement • High: “Praised by student groups.” • Low: “knowledge and willingness to be fair were often questioned.” Manipulation checks successful.

  17. Belief Change: A trajectory Total number of time points: Criminal: M = 629.67 (48.48 s). Min = 111; Max = 1,908. Tuition: M = 629.31 (48.46 s). Min = 51; Max = 1,964. 11 Time points used: t0 = starting point. t1 = 10-percentile time point. t2 = 20-percentile time point . . . tf = the last time point.

  18. Observed Trajectories: Criminal-Sentencing Issue

  19. Evidence Regarding the Single Push with Pullback Model All 12 trajectories tested (credibility [2] x discrepancy [3] x topic [2]). None exhibited significant nonmonotonicity. Conclude that single push with pullback model untenable.

  20. Testing the SPF model: The Criminal-Sentencing Issue Analysis: Nonlinear regression with pooled cross-sectional time series data. Low-credibility condition H1 (b > 0): b = 0.13, sig. H2a (γ > 1.0): γ = 1.64, sig. High-credibility condition H1 (b > 0): b = 0.16, sig. H2b (0 < γ < 1): γ = 0.81, sig.

  21. Observed Trajectories:The Tuition-Increase Issue

  22. Testing the SPF model: Tuition-increase Issue Analysis: Nonlinear regression with pooled cross-sectional time series data. Low-credibility condition H1 (b > 0): b = 0.19, sig. H2a (γ > 1.0): γ = 0.88. High-credibility condition H1 (b > 0): b = 0.21, sig. H2b (0< γ < 1): γ = 0.84, sig.

  23. Notes on Nonlinear Regression Lack of independence among units (11 time points x 95 persons). Model also tested with addition of dummy variables for persons. Results replicated in these analyses.

  24. Discussion: Implications • Dynamics: beliefs continued to change until the new equilibrium was reached. • Self-generated attitude change model (Tesser, 1978). • Laroche’s model. • Single push with friction model. • The role of time: practical implication. • Method: Belief trajectories.

  25. Discussion: Limitations • No test of oscillatory pattern of belief change. • Level of involvement differed by topic, but involvement not manipulated. • The role of cognitive responses.

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